Abstract:

The aim of this study is to determine the effect of using the flipped classroom model in teaching the “Active Citizenship” learning area in the Secondary School 5th grade Social Sciences course and the students' views on the process. In the research, the embedded design, one of the mixed-method designs, was used. The quantitative dimension of the research was carried out with a quasi-experimental design with pre-test and post-test control group, and the qualitative dimension was carried out with the descriptive method. In the experimental group, teaching the "effective citizenship" learning area was performed through the flipped classroom model and in the control group, it was performed with the process determined by the Ministry of National Education in accordance with the curriculum. The population of the research consists of all students receiving education in the 2018-2019 academic year in secondary schools located in the city center of Ağrı, and the sample of the study consists of a total of 88 students receiving education in a secondary school randomly selected from the relevant population. Data were collected from 11 students in the experimental group in order to determine student views regarding the teaching process. In the study, data were obtained through an academic achievement test and a semi-structured interview form. While the data obtained through the academic achievement test were analyzed with the SPSS statistical program, the data obtained through the semi-structured interview form were analyzed with the descriptive analysis method. As a result of the research, it was determined that the flipped classroom model increases academic achievement compared to the process determined by the Ministry of National Education in accordance with the curriculum. In the conducted interviews, it was seen that the participants suggested opinions regarding that the model will be more efficient if the imperfections related to the flipped classroom model are corrected

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